摘要:This article uses the philosophy of Hannah Arendt to examine two competing schools of
development thought – participatory development and post-development – and the crisis of development
studies at large. Despite profound differences between participatory development scholars and their post-
development critics, both sides proclaim notions of individual thinking as central to their arguments. Reading
Arendt, whose very subject is the activity of thinking, one sees ideological pressures implicit in the study
of each position. Her understanding of thinking as a radically critical process provides valuable insight to a
discipline lacking in solid theoretical ground. Conclusions for IDS education are drawn.